Sustainability 2013, 5(8), 3447-3472; doi:10.3390/su5083447
Article

Rethinking Education for All

Faculty of Education and International Studies, Department of International Studies and Interpreting, Oslo and Akershus University College (HIOA), Pilestredet 40, PB 4 St. Olavs plass, Oslo NO-0130, Norway
Received: 8 June 2013; in revised form: 16 July 2013 / Accepted: 1 August 2013 / Published: 13 August 2013
(This article belongs to the Special Issue Endangered Human Diversity: Languages, Cultures, Epistemologies)
PDF Full-text Download PDF Full-Text [761 KB, uploaded 13 August 2013 15:19 CEST]
Abstract: The rational for this paper is contextualized within a broader national and international agenda of reaching Education for All (EFA), knowledge transformation and production with an overall focus on Education for Sustainable Development (ESD). Whose education and whose development is at issue? The purpose of this paper is to reconceptualize EFA in a broader developmental context. Definitions of formal-, non-formal and informal education are applied in order to analyze the epistemological perspectives underlying the educational achievements more than two decades after Jomtien in 1990. Concepts of contextualized expansive education and   object-oriented learning will be used to reveal the systemic causes of the challenges the individual actors experience in their daily learning activities. Two case studies further illustrate how a broad stakeholder involvement through collective design and implementation created innovation and educational transformation that contributed to relevant and sustained learning/knowledge and development at an individual and community level. The paper argues that in the current sociocultural context, responses to EFA need to be based on a comprehensive national education strategy, situated in the local context. By creating space for educational innovation, through interaction and negotiation, the confluence of the epistemological lenses characterizing formal, non-formal, and informal learning could ultimately be a strategy to adequately respond to the diversified learning needs of the population and sustainable developmental of the country. One expected outcome of the paper is a contribution to the future strategies of EFA beyond 2015, built on the urgent requirements for inter-professional partnership and collaboration through a multidimensional approach to education and learning.
Keywords: Education for All; education and sustainable development; formal; non-formal; informal education; transformative education; relevance; Indigenous and Western knowledge; expansive learning

Article Statistics

Load and display the download statistics.

Citations to this Article

Cite This Article

MDPI and ACS Style

Carm, E. Rethinking Education for All. Sustainability 2013, 5, 3447-3472.

AMA Style

Carm E. Rethinking Education for All. Sustainability. 2013; 5(8):3447-3472.

Chicago/Turabian Style

Carm, Ellen. 2013. "Rethinking Education for All." Sustainability 5, no. 8: 3447-3472.

Sustainability EISSN 2071-1050 Published by MDPI AG, Basel, Switzerland RSS E-Mail Table of Contents Alert